This theme is integrated into the research strategies of the Institute of Clinical Sciences.
This grouping encompasses the following research themes:
- The alignment of Undergraduate Education with primary care practice to support Dental Foundation training
- Supporting the establishment of appropriate continuous professional development strategies for undergraduates
- Development of feedback, self-reflection and self-efficacy to support student learning and the development of resilience
- Development of authentic, valid, and reliable programmatic assessment to drive appropriate self-reflection and deliberate practice
- Blended learning and the use of technology
- Innovation in learning analytics and machine learning to support personal development and robust progression decisions
Current and recent projects include:
1. Development of technology supported programmatic assessment modalities -
Two examples of innovative delivery are:
(a). LIFTUPP (Longitudinal Integrated Foundation Training Undergraduate to Postgraduate Pathway)
LIFTUPP is a truly integrated development tool that is grounded in a multiplicity of pedagogical approaches to develop a reflective, knowledgeable, capable professional who is inculcated into to self-directed lifelong learning practices. In addition, the system allows programme directors to manage and quality assure curricula and assessments, monitor clinical activity and provide students with a portfolio relevant to their potential employers.
(b). The Use of Medical Scripting and Audience Participation Handsets as a Method of Developing Diagnostic Expertise in Undergraduate Dental Clinicians
The approach utilises a learner-centred blended learning environment grounded in Illness Scripting Theory to develop diagnostic skills in undergraduates. The success of the approach has resulted in it being featured as an example of best practice in the Laureate PhD in education programme.
2. Learning, Study and Employability Skills (Key Skills)
Learning and Study Skills, as identified in the University Study and Skills Strategy, have large crossovers with Employability Skills. This is particularly so in clinical disciplines such as Dentistry. The School has used the University Study and Skills Strategy, combined with best practice in the Faculty, the GDC learning outcomes and the COPDEND outcomes for Foundation Training to recognise key skills. In these have then embedded within the curriculum and mapped to all components and assessments. To ensure that learner development and progression is based on developing clinical capability rather than just focusing on passing test.
Prof Luke Dawson – Professor of Dental Education and Oral Diseases
Dr Kathryn Fox – Senior Lecturer in Restorative Dentistry
Dr Mark Jellicoe – Lecturer in Educational Psychology
Mr Matt Cripps – Lecturer in Technology Enhanced Learning
Mr Elliot Adderton – Senior Applications Developer